ENGLISH TUTOR’S AND STUDENTS’ RESPONSES TO ONLINE LEARNING IN DEVELOPING SPEAKING SKILLS AT CENTRAL COURSE KAMPUNG INGGRIS PARE
Keywords:
online learning, speaking skill, student responses, tutor responses, Central Course Kampung InggrisAbstract
This study aims to explore the responses of English tutors and students toward the implementation of online learning in developing speaking skills at Central Course Kampung Inggris Pare. The background of this study is based on the increasing use of technology in English language teaching, particularly in non-formal educational settings. A descriptive qualitative method was employed in this research. Data were collected through interviews with an English tutor and questionnaires distributed to students who participated in online classes at Central Course. The findings show that students responded positively to online learning. They stated that the technology used supported their learning process, the materials were accessible, tutors provided sufficient support and constructive feedback, and they had more opportunities to practice speaking. Furthermore, students felt more confident and motivated to improve their speaking skills through online learning. From the tutor’s perspective, online learning was considered an effective alternative despite challenges such as limited interaction and technical issues. The tutor applied various strategies, including video-based speaking tasks, group discussions, personalized topics, and continuous feedback. Overall, the results indicate that online learning can serve as an effective platform for developing students’ speaking skills when supported by appropriate teaching strategies and active engagement from both tutors and learners.
References
Alaudinova, S., & Po’latova, D. (2023). Improving speaking skills of students through innovative technologies. Academic Research in Educational Sciences, 4(3), 175–180. https://doi.org/10.24411/2181-1385-2023-13063
Alchamdani, A., Sari, N. W., & Wulandari, A. P. (2020). The impact of COVID-19 pandemic on online learning process in the college at Indonesia. Journal of Critical Reviews, 7(15), 776–780.
Ardilla, R. (2022). The effect of E-learning on students’ speaking skills achievement during Covid-19.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages/
Darmuki, A., & Hariyadi, S. (2019). The development and evaluation of speaking learning model by cooperative approach for students of Indonesian language and literature education. International Journal of Instruction, 12(2), 275–292. https://doi.org/10.29333/iji.2019.12218a
Dieni, M., & Mahanani, N. (2022). The effectiveness of online learning in speaking course.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Longman.
Huda, M. (2020). Enhancing students’ speaking skill through YouTube-based activities. ELT-Echo: The Journal of English Language Teaching in Foreign Language Context, 5(2), 95–106. https://doi.org/10.24235/eltecho.v5i2.7090
Kardana, I. K. G., & Pusparini, N. K. D. (2023). The effectiveness of applying online learning methods to improve the speaking skills of English education students during the Covid-19 period.
Kurniati, E., & Ervina, E. (2019). Students’ perception on their speaking skill development. Jurnal Ilmiah Pendidikan Scholarly, 1(2), 134–140. https://doi.org/10.47453/jips.v1i2.24
Mathews, S. A. (2008). Shifting paradigms: From teacher-centered to student-centered instruction in English language teaching. Journal of Language Teaching and Research, 9(3), 643–650.
Moore, M. G., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001
Nuryanto, A. D., Nuraeni, R., & Darmawan, D. (2018). Improving students' speaking skill through storytelling learning model. Jurnal Ilmiah Pendidikan Bahasa dan Sastra Indonesia, 4(1), 55–61.
Saddhono, K., & Slamet, S. Y. (2017). The development of Indonesian language teaching material based on multicultural context by using CTL approach in junior high school. Advanced Science Letters, 23(10), 10054–10056. https://doi.org/10.1166/asl.2017.10070
Sangrà, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145–159. https://doi.org/10.19173/irrodl.v13i2.1161
Sholihah, M. (2020). The use of role-play to improve students’ speaking skill. PROJECT (Professional Journal of English Education), 3(2), 158–164. https://doi.org/10.22460/project.v3i2.p158-164
Suriya, D. (2023). Enhancing speaking skills through online interaction platforms. Journal of Language and Education Innovation, 6(1), 32–38.
Yuliasari U, Panggabean CIT, Kurniawati D, Wardhono A. 2023. English Teacher’s And Students Responses To Learning English Using Blended Learning At Senior Vocational School. Didakt J Pemikir Pendidik. 29(2):168. https://doi.org/10.30587/didaktika.v29i2.6024
